Class of 2019
Key Stage 4
Courses Guide
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Dear Year 9 Pupils, Parents and Carers,
It gives me great pleasure to introduce the next stage in our preparation for the launch of
Key Stage 4 at Bolingbroke Academy.
This booklet contains all the information pupils need to make informed choices for their
preferences subjects and to be prepared for this exciting new stage in your journey through
their secondary education at Bolingbroke Academy. This information is also on the
academy website, where additional updates and answers to further questions will be posted
in the run up to the decisions pupils will be finalising in the Summer term.
The Key Stage 4 curriculum is structured as follows Core (compulsory subjects)
See
page
English (2 GCSEs – Lang & Lit)
8
Maths (1 GCSE)
10
Biology, Chemistry and Physics
(3 GCSEs)
Or Double Science (Core and
Additional – 2 GCSEs)
12
Non-examination subjects
Civitas (including Philosophy
and Ethics)
PE/Games
Duke of Edinburgh
Reading
Enrichment activities
Preferences - 3 courses from
Art
Drama (LAMDA exams)
French
Food Technology
Geography
German
History
Music
Physical Education
Product Design
Religious Studies (Philosophy and
Ethics)
Spanish
See
page
13
15
16
17
18
19
20
22
23
24
26
28
Community Languages
Latin
The form for the online submission of preferences will appear on the academy website on
Monday 14th April and the deadline for the submission of initial choices is Thursday 23rd
April. Preferences will be finalised at Year 9 Civitas Evening on Wednesday May 6th.
I hope you find the information enclosed in this booklet useful as we embark on this
exciting journey together.
Yours Sincerely,
Mr R Speight
Vice Principal
3
Frequently Asked Questions
How many GCSEs will pupils get?
Pupils will study between 7 and 12 GCSEs. The majority of pupils will study 9 GCSEs. They will be awarded
six GCSEs in the core subjects - English Language, English Literature, Maths, Biology, Chemistry and
Physics, and they will supplement this with 3 GCSEs from their preferences subjects.
Some pupils will be entered for more GCSEs – if they are entered for additional maths, a community
language or Latin, for example, or if they undertake an additional preference course through enrichment.
Other pupils will study one or two fewer courses – if they are taking double rather than Triple Science, for
example, or if they receive additional core subject support in place of one of their options.
Will pupils have a better chance of applying to the top Universities if they study additional GCSE
subjects?
No. Universities are far more interested in the quality of qualifications achieved than the quantity. Grades
at GCSE and A-level, rather than the number of subjects that pupils study, are seen as a more accurate
predictor of ability to study a University course. The basic expectation nationally is that pupils study 8
GCSEs and the new government performance measures are all based on idea that this is the norm.
Most schools, both in the state and independent sector, have cut the standard number of GCSEs that most
pupils study in recent years, in the light of reforms to the examination system and more challenging
courses in Maths and English in particular requiring more teaching time.
Do you have to study English, Maths and Science?
Yes. These will become optional courses like any others at A-level but these are core subjects up to the
age of 16 nationally. All of our pupils will study English Literature and Language, with three periods of each.
All pupils will have 5 periods of Maths, 6 of Science, a double period of PE/games and then 3 periods for
each of their preference subjects.
Where can I access advice about careers and the choices I have to make?
Civitas tutors are as ever your first port of call in school. Careers guidance is also one of Mrs Robinson’s
many areas of expertise and responsibility, so speak to her for advice or to be pointed in the right
direction in terms of research and resources in the library. All Year 9 pupils have been introduced to the
Fast Tomato website (www.fasttomato.com) and have their own profiles on the website which they can
access from school or home. If you do not have a Fast Tomato log-in, please see Mrs Robinson. A number
of visitors will also be coming to Bolingbroke in the weeks and months ahead to provide small-group and
individual support.
4
Why do we use the term ‘Preferences’ instead of ‘Options’ at Bolingbroke?
It is appropriate that pupils have an element of choice in the composition of their Key Stage 4 curriculum.
The expectation is that pupils research widely, consult their teachers, discuss their decisions in depth with
their parents, subject teachers, Civitas tutors and other sources of advice and support. It is hoped that all
pupils will reach informed choices and find themselves allocated to their first choice subjects. There may
be some cases where pupils are directed towards different courses to those that they have chosen if the
academy believes it is in their best interest. There are some courses which certain pupils will not be able
to study (eg Spanish if pupils have not studied it in Year 8 and 9). For this reason we use the term
‘preference’ rather than ‘option’ to emphasise that pupils do not have absolutely free choice to opt for
what they want.
Once I have submitted my preferences, am I guaranteed to study those subjects?
No. Sometimes subjects will be undersubscribed and it will not be viable to run as many teaching groups as
planned. If this is the case the number of teaching groups will be reduced and this may mean that some
pupils have to re-choose. Alternatively a subject may be oversubscribed and some pupils will have to rechoose. We obviously try to limit the impact of such changes.
What is the English Baccalaureate?
The English Baccalaureate (or EBacc) was introduced as a performance measure for schools several years
ago. Pupils who get A*-C grades in English, Maths, Science, a Modern Foreign Language and either History
or Geography qualify for the English Baccalaureate. This has given Humanities and Languages GCSEs
somewhat enhanced status in relation to other optional subjects. They are subjects that have traditionally
been recognised as rigorous facilitating subjects that universities and employers value highly. A selection of
a Humanities subject, a language and a creative/practical subject is a good balanced curriculum that would
suit the majority of pupils. However, these subjects are not for everyone and pupils will not be forced to
take EBacc qualifying subjects and combinations if there are subjects that they are passionate about (eg RE,
Music and Art, or Food Tech, PE and Drama) and that may help them secure better outcomes.
Can pupils study more than one language?
While with only three preferences to choose from, it is not anticipated that large numbers of pupils will
take this route, pupils are able to continue with both of their languages from Year 9 if they choose. Pupils
and parents should speak with current language teachers for advice. Native, bilingual or advanced speakers
of other languages will have the opportunity to be entered for them and attain an additional GCSE
qualification, potentially in Year 10 or even in Year 9.
Some schools have options blocks or three lists of subjects from which pupils select one from each.
Why do we not have these at Bolingbroke?
We are determined to maximise the match between preferences pupils express and course allocations.
Option blocks are simple and straightforward but they rule out certain combinations of courses. We will
build our blocks (ie the lessons that are taught at the same time, one of which all Year 10 pupils will be in
5
at a given time) around the preferences expressed so that as many pupils as possible are allocated to their
top three preferences. It is inevitable that not every preference combination will ‘work’ but this approach
greatly increases the likelihood that pupils will end up with their top three.
Do you need to select PE to do it?
All pupils will have a double period of core (non-GCSE) PE/games. PE is also a preference subject. GCSE PE
and Core PE/games are very different. Core PE will be similar to the PE pupils have followed in Years 7-9
with a focus on exercise, sport and healthy lifestyles. GCSE PE is a rigorous academic course. Most pupils
who select PE as a preference they will have 5 periods of PE a week, in addition to enrichment
commitments. It is possible that some pupils may be able to be entered for GCSE PE in addition to their
three preferences if they have excellent theoretical knowledge and understanding, advanced sporting skills
and are fully engaged in sports enrichment. Please see Mr Kerby if interested in this pathway.
Where does RE / Philosophy and Ethics fit in?
This is a statutory subject that pupils have so far studied for a term in Years 7 and 8 History and a period a
week of Philosophy and Ethics in Year 9. In Year 10, pupils will continue to follow it through the Civitas
programme. They also have the option of selecting Religious Education as a preference subject in addition
to this. (see RE course profile on page 26).
How will it be decided whether pupils do Triple or Double Science?
We have consistently stressed with pupils and parents that we want as many pupils as possible to study
Physics, Chemistry and Biology as separate subjects at Key Stage Four as these are highly valued
qualifications and good preparation for A-level and university study. However, there will be pupils for
whom what is called Core and Additional Science (worth 2 GCSEs instead of 3) will be a more appropriate
pathway to secure the best grades their can. This is the route taken by the majority of Key Stage Four
pupils around the country, with Triple Science normally reserved only for the highest achievers. Pupils have
been completing assessments throughout their GCSE Foundation Year to assess their suitability for Triple
Science. The majority of pupils will start with Triple Science in Year 10 although one class is likely to be
focusing on Core and Additional only. At the end of Year 10, depending on the outcomes of end of year
exams, final decisions will be taken. Parents will be informed at every stage of the process.
Are these ‘new’ or ‘old’ GCSEs?
There has been a great deal of change nationally in terms of curriculum and qualifications that has been
widely covered in the media. New GCSEs have been designed and launched in English and Maths for first
teaching from this September. These are very rigorous qualifications with significantly increased content
requirements, all assessed by exams at the end of the course. They will be graded on an entirely new 9-1
scale. All other subjects will see new GCSEs introduced next September so the courses the Class of 2019
will be following for courses other than English and Maths will be the existing ‘old’ GCSEs. This
combination of old and new GCSEs at the same time is a strange situation but it is one in which current
Year 9s in every school in the country will face during Key Stage 4. This year group will greatly benefit
6
from being Bolingbroke’s first GCSE cohort, with staff able to focus on them and their courses rather than
Year 11 pupils studying different courses at the same time!
What are some bad reasons to choose preferences subjects?
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Because you like your current teacher for the subject (you may not have them next year!)
Because you think it is easy (there are no easy GCSEs!)
Because your friends are doing it and you want to be in their class (it is very unlikely that you will
be!)
Because you think it will guarantee you a career in that area (there is a long way to go!)
Because it’s the subject you have your best level in it, but you don’t really enjoy studying it.
Because you are worried that if you don’t do it for GCSE, you will not be able to keep learning
about and remain interested in, for example, history, French, music, cooking or art. A well-rounded
pupil will maintain an interest and continue developing their knowledge and skills in all areas. Not
choosing a subject for GCSE is not the end of the road!
What is the deadline for deciding Preferences?
We want to ensure pupils and parents have the time to consider the choices they have to make
deliberately and in detail. The form for the online submission of preferences will appear on the academy
website on 14th April and the deadline for the submission of initial choices is Thursday 23rd April.
Initial allocations will then be made and pupils will finalise their preferences at Civitas Evening on
Wednesday May 6th.
7
CORE CURRICULUM
Subject
English Language and Literature
Bolingbroke pupils begin their GCSEs at an exciting time – the launch of the new
English Literature and English Language GCSE. The rigorous new specifications have
a key focus on ensuring pupils are able to independently analyse texts and write with
both flare and technical accuracy.
English Literature and English Language are two separate GCSES that will be taught
by different teachers with pupils spending 3 hours a week studying for each.
Introduction
In preparation for the English Literature GCSE pupils will study a wide range of
British literature, including a text from the Literary Heritage, a modern novel, a
themed collection of poetry and a Shakespearean play.
In English Language lessons, pupils will study 20th century fiction and non-fiction texts
such as diaries, newspaper articles, journals and biographies from the 18th – 21st
century on a range of themes including education, power, travel and entertainment
In addition, pupils will also be creating their own fiction and non-fiction writing on
these themes, among others. Pupils’ speaking and listening skills will be assessed
through their study of English Language in order for them to gain an additional
qualification demonstrating their effective communication skills.
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Why study
English?
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It is the gateway to success in all subjects – great reading and writing is the
key!
It enables you to communicate your ideas effectively both orally and in
writing.
You get to argue and your opinion matters. Debate and discussion are a key
part of the course.
You get to learn about different times and places that you may never get to
go to.
It provides a range of career options from advertising to journalism to law.
Exam Board and
AQA English Literature & English Language
Specification
Key areas of
content
English literature
 Modern novel
 19th century novel
 Shakespeare play
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Assessment
arrangements
 Themed collection of 15 poems
 20th century fiction
 18th-21st century literary non fiction
 Descriptive writing
 Writing to respond to a viewpoint
Pupils will sit 4 terminal exams, two for each GCSE and each lasting 1 hour and 45
minutes.
 English Literature Paper 1: Shakespeare and the 19th century novel
 English Literature Paper 2: Modern texts and poetry
 English Language Paper 1: Explorations in Creative reading and Writing
 English Language Paper 2: Writer’s viewpoints and perspectives
Pupils will be taught in six teaching groups, set by ability in English.
Setting
arrangements
Textbooks,
websites and
other relevant
material
Most pupils will have a different teacher for English Language and English Literature.
Pupils are allocated to a particular set on the basis of their performance throughout
Year 9. The final Key Stage 3 Teacher Assessment will be considered along with
other evidence, but should not be regarded as the sole criterion for set choices.
Please see AQA website for the full English Literature and Language specifications:
 http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
 http://www.aqa.org.uk/subjects/english/gcse/english-language-8700
As this is a new specification there are no specific websites designed to support your
studies at this stage. The websites below will aid your study for your literature texts:
www.schmoop.com
www.sparknotes.com
nfs.sparknotes.com
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Subject
Mathematics
"As a mathematician, I'm often challenged to come up with compelling reasons to study
mathematics. If the questioner is serious, I reply that there are three reasons or, more
accurately, three broad classes of reasons to study mathematics. Only the first and most
basic class is practical. It pertains to job skills and the needs of science and technology. The
second concerns the understandings that are essential to an informed and effective
citizenry. The last class of reasons involves considerations of curiosity, beauty, playfulness,
perhaps even transcendence and wisdom." J. A. Paulos
Introduction
Mathematics is a beautiful and diverse subject. It is far more than the study of
numbers; it enables us to see patterns, make new discoveries and find links to the
world around us. Over the course of the two years, pupils will build on the key
skills and knowledge that they have gained at Key Stage Three, so that they develop
competence in several areas of Mathematics.
GCSE Mathematics is changing for 2015-17, with the new course offering more
depth and rigour. This will ensure a really solid foundation for A levels and beyond.
Pupils will no longer be awarded A*-G grades, but instead be given a grade on the
scale 9-1. A ‘9’ is approximately equivalent to the upper end of an A* (roughly 3-5%
of the national cohort).
The new GCSE Mathematics course will prepare pupils thoroughly for their next
step – whether they choose to study Maths at a higher level or not.
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Why study
Maths?
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Studying Maths helps to develop key skills such as reasoning and logic
Pupils will gain experience both of abstract Mathematical concepts and of
their real-world applications
The content links across to other areas of the curriculum, such as Science
and Geography, and will support learning in these areas
GCSE Maths is an essential requirement for further study at all levels
Pupils hoping to work in medicine, science, technology or engineering will
need a solid understanding of Mathematics – and the skills gained will be
useful in all careers.
Exam Board and
AQA Mathematics
Specification
10
Key areas of
content
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Number
Algebra – including forming and solving equations,
Ratio, proportion and rates of change
Geometry and measures
Probability
Statistics
This is a linear course and so pupils will be assessed on all content in the Summer of
Year 11.
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Assessment
arrangements
3 papers, each 1.5 hours long
1 non-calculator paper, 2 calculator papers
Each paper could contain questions on any area of the course
GCSE Mathematics is split into two tiers: Foundation and Higher. All of the
Foundation content is included on the Higher paper. The Higher paper also
examines harder content that is not included on the Foundation paper. The
following grades are applied to each paper:
Foundation: 1-5 Higher: 4-9
4 of the 6 groups will initially work towards the Higher paper, but a final decision
about which tier individual pupils are entered into will not be made until the Spring
Term of Year 11.
Setting
arrangements
Maths will be taught in six ability groups, to ensure that all pupils are supported and
challenged at the appropriate level. The highest group will also have the opportunity
to study an additional Mathematics qualification.
We will continue to follow the Mathematics Mastery programme, and are piloting
their Year 10/11 resources over the coming years. Pupils will all be given practice
books to work and revise from, as well as their usual work in exercise books. More
information about Mathematics Mastery can be found at
www.mathematicsmastery.org.
Textbooks,
websites and
other relevant
material
Pupils should continue to use www.mymaths.co.uk in order to complete set tasks
and also complete extra practice on any areas that they find challenging.
There are a number of websites that may be useful for revision:
 www.emaths.co.uk
 www.bbc.co.uk/bitesize
 www.kangaroomaths.com
 www.mathsmadeeasy.co.uk
 www.khanacademy.org
In addition, www.youtube.com often has videos that explain concepts or give ideas
for remembering tricky methods.
Any other
information
Although these exams will have a slightly different format from previous exams, it is
still useful to practise exam-style questions. Pupils should complete as many past
paper questions as they can over the course of Year 10 and 11.
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Subject
Introduction
Why study
Science?
Science
Biology, Chemistry and Physics (Triple Science) or Core and
Additional Science (Double Science)
Based on their rapid and sustained progress in Science in Years 7, 8 and GCSE
Foundation Year, the majority of pupils at Bolingbroke Academy will study Triple
Science at Key Stage 4 (3 Science GCSEs; Biology, Chemistry and Physics). The
remaining pupils will study Double Award Science (2 Science GCSEs).
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To acquire and develop the skills and knowledge necessary to study Science
at A-Level and beyond.
To continue and enrich an enthusiasm for the scientific world around us.
To develop a scientific approach to data, problem-solving and analysis that is
transferable into the world of work.
Exam Board and Edexcel Triple Science GCSE (Biology, Chemistry and Physics) or
Specification
Edexcel Double Award Science GCSE (Science and Additional Science)
Key areas of
content
All pupils will finish studying the first units of Biology, Chemistry and Physics (B1, C1,
P1) before Christmas of Year 10. The second units (B2, C2, P2) will be taught in in
the remainder of Year 10 with those pupils on the Triple Science course completing
the third units (B3, C3, P3) in Year 11. The practical-based controlled assessment
tasks will take place in Year 11.
In depth lists of topics covered in Year 10 and Year 11 are available from all
members of the Science department and the academy website.
Assessment
arrangements
All pupils will sit their Science exams at the end of Year 11. Those pupils following
the Triple Science programme will sit 9 exams (3 in biology, 3 in chemistry, 3 in
physics) while those following the Double Science programme will sit 6 exams (2 in
biology, 2 in chemistry and 2 in physics). The Year 11 exams make up 75% of the
final mark with the other 25% coming from the practical-based controlled
assessment.
Setting
arrangements
Science groups will be set by ability, with most groups beginning the year studying
the Triple Science programme. The other class will study the Double Science
programme. Pupils may be moved from one programme to the other at the end of
Year 10 if we believe that this would increase the chances of the pupil achieving the
best possible grades at the end of Year 11.
Textbooks,
websites and
other relevant
material
All pupils should already have a copy of the official Edexcel GCSE revision guide.
Copies are still available from the science department for a reduced price of £5. The
Edexcel textbooks that accompanies the course are also available (Author Mark
Levesley).
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PREFERENCES COURSES
Subject
Art
Introduction
The GCSE in art is a highly creative course, which covers a broad range of techniques
including painting, drawing, printmaking, sculpture, installation, photography, mixed media,
ceramic and stained glass work. Pupils can develop their own theme, and produce work in
any media of their choice. Structured creative projects over the course of 2 years are
designed to teach a wide variety of artistic skills.
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
Why study
Art and
Design?
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
Exam Board
and
Specification
Edexcel Art and Design GCSE


Key areas of
content
Pupils have the opportunity to explore their own ideas, experiences and opinions
and to create artwork which communicates this.
Employers often refer to the need for creative thinkers when looking for recruits.
Studying art can lead on do a wide variety of further and higher education courses
and careers in Fine Art, Illustration, Graphic Design, History of Art, Digital Media,
and Art Directing.
Opportunities to learn specialist digital, mixed media and sculptural approaches to
art and design.
To spend dedicated time perfecting artistic skills and access one to one support.
Learn how to use a photographic dark room, a ceramic and stained glass kiln and
work on professional canvases.
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Contextual and historical research from a variety of different time periods and
cultures.
Artists research, gallery visits, visiting artists workshops and independent study
visits in London.
Drawing and recording methods, including keeping a personal sketchbook and
photographic documentation.
Descriptive, analytical and critical writing methods.
Applying knowledge and understanding in making images, artefacts and products –
reviewing and modifying work, and planning and developing ideas in the light of
your own and others’ evaluations.
Workshops in drawing, printing, painting, photography, mixed media and sculptural
techniques.
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Assessment
arrangements
Final assessment is in the form of a display of work which contains the following: Unit 1:
Personal Portfolio in Art and Design is weighted at 60 per cent of the course
Unit 2: Externally Set Assignment in Art and Design is weighted at 40 per cent of the
course. Paper given in Jan for exam question to be researched, then timed exam over 10
hours (2 days) in April.
General textbooks
Brettal, R (1999) Oxford History of Modern Art Oxford University Press
Collings, M (1999) This is Modern Art Weidenfield and Nicholson
Lucie-Smith, E (1999) Lives of the Great 20th Century Artists Thames and Hudson
Museum Ludwig, Cologne (1996) 20th Century Photography Taschen
Raeburn, M (1999) Vision, 50 Years of British Creativity Thames and Hudson
Textbooks,
Taylor, R (1999) Understanding and Investigating Art Hodder & Stoughton
websites and
Vaisey, M (ed) (1999) Art, the Critics’ Choice Aurum Press
other relevant
Walter, I (ed) (1996) Masterpieces of Western Art Taschen
material
Wilkins, Schultz and Linduff (1997) Art Past Art Present Abrams
Websites:
http://www.bbc.co.uk/schools/gcsebitesize/art/
http://www.bbc.co.uk/arts/yourpaintings/
http://www.artcyclopedia.com/
http://www.artchive.com/
Any other
information
Pupils have access to a fantastically well- resourced art and design department, including a
kiln for stained glass and ceramics, a specialist art library, a photographic dark room,
a suite of mac books, CS6 art and design software, painting easels, 3D printer and a laser
cutter.
14
Subject
Drama (LAMDA exams)
Introduction
At Bolingbroke we will offer the exams from the London Academy for Music and
Dramatic Art rather than GCSE. These are similar to ABRSM Music exams and are
highly valued. Drama GCSE is an academic course that requires pupils to do a lot of
written work. From our experience, pupils who wish to study Drama at Key Stage 4
want to perform rather than write essays, and we therefore feel these are the most
appropriate exams to offer.
Why study
Drama?
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To develop imagination, sensitivity and confidence
To encourage personal and group co-operation
To explore issues affecting the world today through the medium of drama
To identify with a variety of roles and situations
To evaluate the effects of drama on an audience
To study challenging dramatic texts practically
Exam Board and
LAMDA Grades 1 to 8
Specification
Key areas of
content
There is a wide range of LAMDA exams available and the content and level that
pupils will be entered for will depend on their level of performance. Please see the
LAMDA website for the range of options available.


Assessment
arrangements


Textbooks,
websites and
other relevant
material
Any other
information
A LAMDA exam will last between 10 minutes for the lower grades and up to
30 minutes for the higher grades. The selected pieces are performed first and
the question and answer session follows.
Interpretation - 40% of the overall mark covers how well a pupil understands
and creatively imagines the piece they are working on. Also how well the
poem they are reciting, or the character they are playing, comes across to
the examiner.
Technique - 40% of the overall mark covers breathing, voice production,
clear diction, eye contact and physical control, including the use of movement
and gesture.
Knowledge - 20% of the overall mark covers how well the pupil comes over
in the ‘interview’ part of the exam. From the first Introductory Grade the
examiner will spend a part of the exam engaging a pupil in a question and
answer session. The questions will depend on the age, discipline and Grade
of the examinee. There is no written component in any of these exams,
including Grade 8.
http://www.lamda.org.uk/examinations
These are accredited examinations and the higher grades count toward points on
UCAS applications.
It may be possible for pupils to prepare for and enter LAMDA examinations through
enrichment without selecting Drama as one of their three preferences courses.
15
Subject
Food Technology
Introduction
The global food and drink industry is thriving. It is the largest manufacturing sector in
the UK with many career opportunities. If you have considered being a Chef, Home
Economist, Nutritional Analyst, Food Scientist, Nutritional Advisor, Dietician,
Product Developer, Consumer Advisor, Food Stylist, Sensory Analyst or Food
Buyer, GCSE Food Technology is the subject for you. GCSE Food Technology is an
excellent preparation for A Level Food Technology.
Pupils will develop knowledge and understanding of a wide range of food materials,
nutrition, equipment, processes, current health issues and technological
developments used in the Food Industry.
Why study Food
Tech?
Food Technology requires pupils to:
 Design creatively,
 Make products,
 Analyse and evaluate processes and products.
 Apply systems and control, computer-aided design/computer-aided
manufacturing (CAD/CAM)
Exam Board and
Edexcel - Food Technology GCSE
Specification
Food Technology requires pupils to demonstrate the application and understanding
of:
 Nutrition
 Food Safety and Hygiene
Key areas of
content
 Primary and secondary foods
 Preservation and processing
 Product manufacture
 Analysing products
Assessment
arrangements
Textbooks,
websites and
other relevant
material
Any other
information
The course is divided into 2 modules
Module 1 - written examination (40% of the final qualification)
Module 2 - ‘creative design and make activities’ (Coursework/ controlled
assessment - 60% of the final qualification).
http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/
There will be a requirement for pupils to provide ingredients weekly for practical
sessions. Pupils will also need to provide a large container with a sealable lid to take
their food home in.
16
Subject
French
Introduction
Learning at language at GCSE is a very rewarding and fulfilling experience. You will
study topics in greater depth, building on your knowledge from your GCSE
Foundation Year. As you progress linguistically, you will be able :
 To develop language skills in a variety of contexts
 To cope with a greater degree of unpredictability
 To deal with a widening range of potential problems
 To understand and use more accurately a widening range of vocabulary and
structures
 To understand issues and opinions
 To discuss issues and give opinions
 To give full descriptions and accounts
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Why study MFL?
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It greatly enhances your communication and presentation skills
Learning a language provides you with the chance to meet new people,
travel, try new food, understand different countries and cultures
MFL is an academically rigorous subject and one which is well respected by
the UK’s leading universities. It is seen as a facilitating subject; leaving open a
wide range of courses to you for study at university.
In an increasingly globalised world, modern linguists stand out against
competitors in the job market
Possible career paths range from solicitors to retail buyers; language skills are
in demand and can be used in almost any career
Exam Board and
Edexcel – French GCSE
Specification
Key areas of
content
Assessment
arrangements
Textbooks,
websites and
other relevant
material








Media & Culture
Sport & Leisure
Travel & Tourism
Business, Work & Employment
30% - 2 Controlled Writing Assessments (to be completed in Year 10)
30% - 2 Controlled Speaking Assessments (1 to be completed in Year 10, 1 in
year 11)
20% Reading Exam (May 2016)
20% Listening Exam (May 2016)
http://www.bbc.co.uk/schools/gcsebitesize/french/
Edexcel GCSE French, Clive Bell, Pearson Education
17
Subject
Introduction
Geography
Geography is the study of the earth, its lands, features, inhabitants and phenomena.
The course aims to explore our environments as well as our relationships with the
world and one another. It will improve your understanding of the complex and
fascinating world in which we live, including current events such as flooding,
earthquakes, migration and development.


Why study
Geography?


A balance of physical, human and environmental topics offer an interesting
and wide ranging curriculum.
Many opportunities for learning outside of the classroom, with visits in and
around London as well as other areas in the country such as Wales and the
Lake District.
Well regarded subject – universities really value the skills and knowledge you
gain from learning Geography.
Geography study can lead to a range of careers such as explorer, town
planner, meteorologist, volcanologist, park ranger or cartographer.
Exam Board and
AQA Geography A GCSE
Specification








Key areas of
content
Assessment
arrangements



Rocks, Resources and Scenery
The Living World
Ice on the Land
Water on the Land
Population Change
Changing Urban Environments
The Development Gap
Globalisation
Unit 1: Physical Geography 37.5%
Unit 2: Human geography 37.5%
Local Fieldwork Investigation 25%
Textbooks,
websites and
other relevant
material
Understanding GCSE Geography for AQA A – Bowen and Pallister
The Wider World – David Waugh
GCSE Geography AQA Specification – CGB Revision Guide
www.rgs.org
www.nationalgeographic.com
Any other
information
Pupils will complete two pieces of fieldwork for their controlled assessment. Two
fieldwork trips will take place in two contrasting environments, one focussing on
human geography and the other focusing on physical geography. At least one of
these field trips will be residential and take place over a period of 2-4 days.
18
Subject
German
Learning at language at GCSE is a very rewarding and fulfilling experience. You will
study topics in greater depth, building on your knowledge from your GCSE
Foundation Year. As you progress linguistically, you will be able :
 To develop language skills in a variety of contexts
 To cope with a greater degree of unpredictability
 To deal with a widening range of potential problems
Introduction
 To understand and use more accurately a widening range of vocabulary and
structures
 To understand issues and opinions
 To discuss issues and give opinions
 To give full descriptions and accounts
 It greatly enhances your communication and presentation skills
 Learning a language provides you with the chance to meet new people,
travel, try new food, understand different countries and cultures
Why study MFL?
 MFL is an academically rigorous subject and one which is well respected by
(please summarise in 5
the UK’s leading universities. It is seen as a facilitating subject; leaving open a
bullet points - include
wide range of courses to you for study at university.
reference to further

In an increasingly globalised world, modern linguists stand out against
study and careers)
competitors in the job market
 Possible career paths range from solicitors to retail buyers; language skills are
in demand and can be used in almost any career
Exam Board and
Edexcel – German GCSE
Specification
Key areas of
content
Assessment
arrangements
Textbooks,
websites and
other relevant
material




Media & Culture
Sport & Leisure
Travel & Tourism
Business, Work & Employment


30% - 2 Controlled Writing Assessments (to be completed in Year 10)
30% - 2 Controlled Speaking Assessments (1 to be completed in Year 10, 1 in
year 11)
20% Reading Exam (May 2016)
20% Listening Exam (May 2016)


http://www.bbc.co.uk/schools/gcsebitesize/german
Edexcel GCSE German, Michael Wardle, Pearson Education
19
Subject
History
The aims of GSCE History are:

Introduction


To develop critical and analytical skills in History by acquiring a broad
understanding of the events which have influenced the 20th century.
To explore the issues of war, empire, discrimination and community.
To develop the ability to analyse and evaluate primary and secondary
evidence.
The work is thought-provoking and will enable pupils to develop their own ideas and
opinions. Pupils of all abilities benefit from the course and it is an ideal introduction
to AS and A level.


Why study
History?



It is interesting! History is extremely enjoyable and enables you to learn
about the past – that is, to understand the past and, through it, come to a far
better understanding of the present.
History also offers pupils the opportunity to acquire and improve on many
key skills such as written and verbal communication skills, analytical thinking
and research skills.
Colleges, universities and employers regard History very highly.
It is a good subject to do if you are considering a career in law, journalism,
teaching, management, consultancy, banking and finance, advertising, media
and publishing or government and politics.
There will be an optional trip to Berlin for pupils at the end of Year 10.
Pupils will be given the opportunity to visit sights such as the Reichstag,
Sachsenhausen concentration camp, Checkpoint Charlie and the
Brandenburg Gate.
Exam Board and
Edexcel: GCSE History A – The Making of the Modern World
Specification

Unit 1: International Relations: The Era of the Cold War 19431991. The key topics that pupils will study include; the development of the
Cold War, the widening gulf between the Allies and the development of the
‘Iron Curtain’ as well as three Cold War crises: Berlin, Cuba and
Czechoslovakia c1957–69 and the end of the Cold War.

Unit 2: Germany 1918–39. Pupils will study the end of World War One,
the Weimar Republic, Hitler’s rise to power and Nazi Party policies.
Key areas of
content
20

Unit 3: War and the transformation of British society c1903–28.
The key topics that pupils will study include; the Liberals, votes for women
and social reform c1903–14, the part played by the British on the Western
Front c1914–18, the home front and social change 1914–18 and economic
and social change 1918–28.
Unit 4: Representations of History. Pupils will study Civil rights and
protest in the USA 1945–70.
 Pupils complete three exams. Each exam is worth 25% of their total GCSE
grade.
 Each exam is 1 hour 15 minutes.
 The three examinations will be taken at the end of Year 11 and will assess
pupils’ ability to analyse sources and construct arguments based on the
knowledge they have acquired.
 Pupils will also complete one controlled assessment which has three sections.
The controlled assessment is also worth 25% of their total GCSE grade.
 Pupils will have 2 ½ hours to write up their controlled assessment in lesson
time under controlled conditions.
Textbooks/revision guides:
 Revise Edexcel: Edexcel GCSE History A: the Making of the Modern World
Revision Guide (REVISE Edexcel History) by Rob Bircher.
 Revise Edexcel: Edexcel GCSE History Specification a Modern World History
Revision Workbook Extend by Mr Steve Waugh.
 Edexcel GCSE Modern World History Revision Guide 2nd edition by Ben
Walsh and Steve Waugh.
 GCSE History Modern World History: The Revision Guide by CGP Books.
 Edexcel GCSE Modern World History by Ben Walsh and Christopher
Culpin. (textbook we will use in school).

Assessment
arrangements
Textbooks,
websites and
other relevant
material
Websites/revision apps:
www.bbc.co.uk/schools/gcsebitesize/history/
www.johndclare.net/
https://www.hoddereducation.co.uk/MyRevisionApp
https://itunes.apple.com/gb/app/gcse-history/id536617847?mt=8
Films/documentaries:
World War One:
 All Quiet on the Western Front.
Nazi Germany:
 Auschwitz: The Nazis and the Final Solution
 The Pianist
International Relations: 1919-55:
 Dr. Strangelove
Vietnam War:
 Good Morning, Vietnam
21
Subject
Music
Introduction
GCSE Music offers a solid foundation for progression to other music studies,
including A-level music, and often to a Music related career. There is a strong
weighting on the practical aspect of music (performance and composition). It
produces all-round musicians, focusing on:
 How to grow as musicians
 How to listen to and appraise different musical styles and genres
 The importance of evaluating, writing, analysing and refining ideas
 How to create and perform music as individuals and in groups.
Why study
Music?
Music GCSE can lead to a music related career (performance, teaching,
management). It also teaches valuable transferable skills:
 Self-confidence
 Concentration/Practice
 Creativity
 Evaluation
 Team-Work
Exam Board and
AQA – GCSE Music
Specification
Unit 1: Listening to and appraising music (20%)
This unit focuses on listening to music critically. Pupils will learn how to analyse
music from three different Strands of Learning (Western Classical Music; Popular
Music of the 20th/21st Centuries; and World Music) using five different Areas of
Study (Rhythm and Metre; Harmony and Tonality; Texture and Melody; Timbre and
Dynamics; Structure and Form). Pupils are assessed through a one hour examination
at the end of the course that is marked by AQA.
Key areas of
content
Unit 2: Composing and appraising music (20%)
For this unit pupils produce a composition based on one of the three Strands of
Learning that focuses on two of the Areas of Study. They will also produce a written
appraisal of their composition to explain how their music successfully relates to their
chosen Areas of Study. Both the composition and the appraisal will be completed
under teacher supervision and are marked by AQA.
Unit 3: Performing music (40%)
Unit 3 requires pupils to perform two different pieces of music using either their
voice or an instrument of their choice. One of the performances must be a solo
performance; the other must be a group performance. The maximum time limit for a
22
piece is five minutes. The performances will be marked internally, recorded, and
moderated by AQA.
Unit 4: Composing music (20%)
For the final unit pupils are required to produce a composition that explores two or
more of the five Areas of Study. Pupils may write in any style or genre of their
choosing. The composition will be completed under teacher supervision and marked
internally, and moderated by AQA.



Assessment
arrangements
Textbooks,
websites and
other relevant
material
40% - Performing
40% - Composition
20% - Listening Exam
Further information: http://www.aqa.org.uk/subjects/music/gcse/music-4270
Subject
Physical Education
Introduction
Love sport? Achieving a high grade in Science? The GCSE PE may well be for you! Your
year 7 & 8 PE Theory lessons will have given you a taste of what GCSE PE is all about: the
Physical, Mental and Social factors that impact lifestyle, performers and the wider sporting
environment. This course is made up of both theoretical and practical elements, and it is
far more than just kicking, throwing and jumping!
Why study
GCSE PE?





Further Education (Teacher, Coach, Lecturer, Research)
Sports Industry (Sports Journalism, Marketing, Governing bodies)
Health services (Physiotherapy, Nutritionist, Dietician)
Leisure industry (Personal trainer, Fitness instructor)
To build a knowledge and understanding of the body that promotes lifelong
engagement in physical activity and a healthy lifestyle.
Exam Board
and
Edexcel Physical Education - linear specification
Specification
23
Key areas of
content
Healthy, Active lifestyles
Topic 1.1: Healthy, active lifestyles and how they could benefit you
Topic 1.2: Influences on your healthy, active lifestyle
Topic 1.3: Exercise and fitness as part of your healthy, active lifestyle
Topic 1.4: Physical activity as part of your healthy, active lifestyle
Topic 1.5: Your personal health and well-being
Healthy, Active performer
Topic 2.1: Physical activity and your healthy mind and body
Topic 2.2: A healthy, active lifestyle and your cardiovascular system
Topic 2.3: A healthy, active lifestyle and your respiratory system
Topic 2.4: A healthy, active lifestyle and your muscular system
Topic 2.5: A healthy, active lifestyle and your skeletal system
Analysis and Practical (coursework and practical gradings)
Assessment
arrangemen
ts
Specification for Sept 2015 delivery:
 Pupils receive a 40% summative grade from end of course exam
 Pupils receive 48% from practical contexts (4 sports)
 Pupils receive 12% from an assessed coursework task
Textbooks,
websites and
other
relevant
material
Any other
information


GCSE Physical Education by Tony Scott (Pearson Education, ISBN 9781846903724)
Specification:https://www.edexcel.com/migrationdocuments/GCSE%20New%20GCSE/
GCSE_PE_spec.pdf
This is a highly scientific course that will require a sound understanding of scientific
concepts. Before selecting as a preference, it is wise to decide whether your science
grade will give you a sound platform to be successful in the exam, as well as the
coursework piece.
24
Subject
Product Design
Introduction
Product Design is an exciting practical subject which involves designing, making,
testing and marketing new products such as furniture, jewellery, electronic devices,
interior decorations and functional objects. Pupils develop decision-making skills
through individual and collaborative working, and are taught how to operate a design
workshop. Pupils study designers work for inspiration, and will visit design studios,
museums and galleries in London.


Why study
Product Design?



To learn how to work with the latest design technology in order to acquire a
broad range of transferable skills.
To gain access to a very wide range of job opportunities, apprenticeships and
higher education courses in the design fields. Potential careers include
architecture, product design, graphic communication, PR and marketing.
Provides opportunities to develop your skills and talents and explore your
own ideas in a very hands-on way.
A qualification in product design will give you lifelong skills in designing and
making using a range of materials.
Creativity and problem solving are highly valued qualities sought after by
potential employers.
Exam Board and
Edexcel GCSE in Design and Technology: Resistant Materials Technology
Specification
Key areas of
content








Assessment
arrangements
Textbooks,
websites and
other relevant
material







Analysing existing products in the current markets.
Researching designers work from a range of historical periods and cultures.
Carrying out research in studios, galleries, shops and museums.
Ethical design and manufacture, with a view to producing sustainable
products.
Design and make own products using wood, metal or plastics.
Apply systems and control, computer-aided design/computer-aided
manufacturing (CAD/CAM), digital media, electronics and new technologies.
Operating a laser cutter, vacuum former, hand and machine tools,
3 d printer and large format printers plus associated health and safety issues.
Unit 1 Creative Design and Make coursework, set and marked internally with
a mark out of 100. 60% of total GCSE.
Unit 2 Knowledge and Understanding of Resistant Materials
Technology timed exam of one hour 30 minutes set and marked by the exam
board in June. Mark out of 80. 40% of total GCSE.
What is design today? Marcus, George H
Phone book: A handy guide to the worlds favourite invention Thompson,
Henrietta
Product design Erlhoff, Michael
Metals Lefteri, Chris
Objects of Design from the Museum of Modern Art Antonelli, Paola
Collapsibles: A design album of space-saving objects Mollerup, Per
25








1000 Lights 1878 - 1959 Fiell, Charlotte
Industrial design A to Z Fiell, Charlotte
Product design and development Ulrich, Karl T
The dream factory: Alessi since 1921 Alessi, Alberto
20th century design McDermott, Catherine
The Conran Directory of Design Conran, Octopus
Bauhaus Source Book Rowland, A (1990) Phaidon
An Illustrated History of Jewellery, Newton, H (1981) Thames and Hudson
Websites:
http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/
https://designmuseum.org/
Any other
information
Pupils have access to a fantastically well- resourced design workshop including a
specialist design library, a suite of mac books, CS6 art and design software, a wide
range of brand new hand and machine tools, a brazing hearth, a large format printer,
a 3D printer and a laser cutter.
Subject
Religious Studies (Philosophy and Ethics)
Introduction
A Religious Studies GCSE follows the study of the religious philosophy and ethics in
relation to issues that affect modern life. Pupils studying this subject will take an
enquiring, critical and reflective approach to the study of religion, exploring different
beliefs, cultures and fundamental questions, and relating these studies to their own
values and the wider world.


Why study
Religious
Studies?



Develops an individuals understanding of the world in which they live and
specific issues that affect society.
Enables pupils to further develop their critical thinking and skills of analysis
and evaluation.
Pupils gain a valuable insight into current ethical issues such as genetic
research
Studying Religious Studies provides a good background understanding for
studying Philosophy, Government and Politics and Sociology at A Level.
Studying Religious Studies will be useful in a range of careers from broadcast
journalist, social worker to theology lecturer
26
Exam Board and
Edexcel Religious Studies
Specification
Key areas of
content
Unit 1 requires Pupils to study the relationship between religion and life in the UK.
There are 4 sections:
 Believing in God
 Matters of Life and Death
 Marriage and the Family
 Religion and Community Cohesion
Unit 8 requires pupils to study the relationship between religion and society. There
are 4 sections:
 Rights and responsibilities
 Environmental and Medical Issues
 Peace and Conflict
 Crime and Punishment

Assessment
arrangements


Textbooks,
websites and
other relevant
material
The Edexcel GCSE in Religious Studies comprises two units which must be
taken from different modules – Religion and Life based on a study of
Christianity and at least one other religion.
Each unit is assessed through a one-and-a-half hour examination, divided into
four sections. Pupils choose one of two questions set for each section —
four questions in total.
There are 84 raw marks in total for each paper. Of the 84 raw marks
available, up to 4 raw marks will be awarded for Spelling, Punctuation and
Grammar (SPaG).
Religion and Life: Christianity and Islam by Gordon Reid and Sarah Tyler (Pearson)]
Religion and Life by Victor Watton (Hodder Education)
27
Subject
Spanish
Introduction
Learning at language at GCSE is a very rewarding and fulfilling experience. You will
study topics in greater depth, building on your knowledge from your GCSE
Foundation Year. As you progress linguistically, you will be able :
 To develop language skills in a variety of contexts
 To cope with a greater degree of unpredictability
 To deal with a widening range of potential problems
 To understand and use more accurately a widening range of vocabulary and
structures
 To understand issues and opinions
 To discuss issues and give opinions
 To give full descriptions and accounts



Why study MFL?


It greatly enhances your communication and presentation skills
Learning a language provides you with the chance to meet new people,
travel, try new food, understand different countries and cultures
MFL is an academically rigorous subject and one which is well respected by
the UK’s leading universities. It is seen as a facilitating subject; leaving open a
wide range of courses to you for study at university.
In an increasingly globalised world, modern linguists stand out against
competitors in the job market
Possible career paths range from solicitors to retail buyers; language skills are
in demand and can be used in almost any career
Exam Board and
Edexcel Spanish
Specification
Key areas of
content
Assessment
arrangements
Textbooks,
websites and
other relevant
material




Media & Culture
Sport & Leisure
Travel & Tourism
Business, Work & Employment


30% - 2 Controlled Writing Assessments (to be completed in Year 10)
30% - 2 Controlled Speaking Assessments (1 to be completed in Year 10, 1 in
year 11)
20% Reading Exam (May 2016)
20% Listening Exam (May 2016)


http://www.bbc.co.uk/schools/gcsebitesize/spanish/
Edexcel GCSE Spanish, Leanda Reeves, Pearson Education
28
NOTES AND QUESTIONS
29
30
31